Arabella Bannister Arabella Bannister

TP2 Listening
Upper Intermediate level


In this lesson Ss practice listening in the context of risk-taking.


Main Aims

  • To provide gist and detailed practice in the context of Risk-taking

Subsidiary Aims

  • To provide clarification and review words and phrases they will listen to in the lesson


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Ss will be asked to look at some pictures of risky behaviour. Then Ss will be sent out in Breakout Rooms to discuss and rate different activities to activate their top-down processing to enable them to predict what the listening text will be about. When they return we will do FB. Anticipated problems might be that they do not recognize some of the actions they are asked to rate in which case I will explain them. Google slide presentation:

Pre-Reading/Listening (6-8 minutes) • To prepare students for the text and make it accessible

Ss will be shown some pictures and they will be asked to predict what they are about. As they look at them T will ask CCQ to help them decipher which word goes with which image. Booking a table: Is there someone else on the end of the phone? Yes What is that person doing? Making a reservation/ Booking a table Jay-walking: Where are these people? NY Are they doing the right thing? No Is it illegal in the US to do this? Yes To set up : What are he doiing here? Brainstoming? Yes Is he making a buisness plan? Yes. When do you need a buisness plan? to set up a company? Yes zebra crossing: What animal do you think it looks like? Zebra Is it the name of something? zebra crossing C; jay-walking-A; to book a table-D; to set up a company-B We will then go back and I will elicit a sentence and cover MFPA. Anticipated problem: Ss may not come up with a sentence in which case I will do so.

While-Reading/Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

In this initial task Ss are sent to BOR to listen for gist and to identify the speaker by what they talked about. EX1 Holly talked about travelling. Tom talked about a job. Jeanie talked about online shopping. Karen talked about Bungee Jumping. John talked about mountain climbing. Adel talked about money. Return for FB. There may be an odd number od Ss in which case I will assign an extra S to a BOR.

While-Reading/Listening #2 (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Ss are asked to listen to the recordiing once again in order to encourage them to listen for a more detailed understanding by matching who said what. They will then share their answers in BOR for three minutes before they return for FB H Whose attitude to risk has changed as he/she has gotten older? T Thinks the element of risk adds to the enjoyment. Je Who dislikes not being in control K thinks walking home at night in London is a risk Jo Who would try to minimize risk? A thinks taking risk is fantastic. Anticipated problem: Ss may have a hard time following the audio and answering questions so I will allow them a 8-10 mins for the task so that they can stop and start the audio if they need to.

Post-Reading/Listening (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss will be given a quote by Eleaonor Roosevelt to ask if they agree or not and why. They will be asked to share their answers to a set of quesitons. T will write out any sentences that may be need to be corrected and or clarified with DEC Anticipateed problem: Ss may be shy to volunteer their opinions so that I will nominate some Ss so that everyone gets a chance to contribute.

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